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The Effectiveness of E- Portfolios with Ninth Grade Language Arts students

The Effectiveness of E- Portfolios with Ninth Grade Language Arts students. By: LaRhonda Ware EDIT 6900 Spring 2011. Introduction. Research done on this topic. Papert Students are more engaged when producing products for an authentic audience . Barrett

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The Effectiveness of E- Portfolios with Ninth Grade Language Arts students

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  1. The Effectiveness of E- Portfolios with Ninth Grade Language Arts students By: LaRhonda Ware EDIT 6900 Spring 2011

  2. Introduction

  3. Research done on this topic Papert Students are more engaged when producing products for an authentic audience. Barrett There is a need to a need to focus on the K-12 student. Hsin Kai Wu and Ya-Ling Huang E-portfolios promote self-assessment and student reflection.

  4. Statement of need? • Technology does not always lead to successful learning environments for all students. • Among the research there is no strong correlation between motivation and learning.

  5. Research Question How does creating and publishing web-based portfolios impact learning for urban high school freshman?

  6. Purpose of this study • The purpose of the study is to determine the attributes related to creating and publishing web-portfolios that increase the motivation and academic success of urban ninth grade students.

  7. Research Methods Teacher Volunteers- Participant Observers Materials for Instructional Units Questionnaires for Teachers Questionnaires for Students MC. assessment

  8. References • Barrett, H. C. (2007). Researching electronic portfolios and learner engagement: The REFLECT Initiative. [Article]. Journal of Adolescent & Adult Literacy, 50(6), 436-449. • Carraccio, C., & Englander, R. (2004). Evaluating Competence Using a Portfolio: A Literature Review and Web-Based Application to the ACGME Competencies. [Article]. Teaching & Learning in Medicine, 16(4), 381-387. • Chi-Cheng, C. (2009). Self-Evaluated Effects of Web-Based Portfolio Assessment System for Various Student Motivation Levels. [Article]. Journal of Educational Computing Research, 41(4), 391-405. doi: 10.2190/EC.41.4.a • Driessen, E. W., Muijtjens, A. M. M., van Tartwijk, J., & van der Vleuten, C. P. M. (2007). Web- or paper-based portfolios: is there a difference? [Article]. Medical Education, 41(11), 1067-1073. doi: 10.1111/j.1365-2923.2007.02859.x • Jackson, A. H., Jill Elaine. (2010). Preparing Teachers with Next Generation Technology Retrieved April 19, 2011, from http://www.phoenix.edu/uopx-knowledge-network/articles/case-studies/preparing-teachers-with-next-generation-technology.html#close=1 • Jones, B. D. (2003). STUDENTS AS WEB SITE AUTHORS: EFFECTS ON MOTIVATION AND ACHIEVEMENT. [Article]. Journal of Educational Technology Systems, 31(4), 441-461. • Ng, H. N. a. W. (2009). Engaging Secondary School Students in Extended and Open Learning Supported by Online Technologies. Journal of Research and Technology in Education, 41(3), 305-328. • Papert, S. (1993). The Children's Machine: Rethinking schools in the age of the computer. New York: Basic Books. • Rieber, L. P., Davis, J. M., Matzko, M. J., & Grant, M. M. (2009). Children as critics of educational computer games designed by other children. In R. E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (pp. 1234-1256). Hershey, PA: Information Science Reference. • Wickersham, L. E., & Chambers, S. M. (2006). ePORTFOLIOS: USING TECHNOLOGY TO ENHANCE AND ASSESS STUDENT LEARNING. [Article]. Education, 126(4), 738-746.

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